ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This research delves into the effectiveness of utilizing manipulatives in teaching fractions, particularly focusing on Grade 6 students at Academika Learning Center. Manipulative materials, known for their tangible representation of abstract concepts, have been widely used in mathematics education to enhance student comprehension and engagement. This study aims to investigate the impact of manipulatives on students’ understanding of fractions, their motivation, and overall academic achievement. Drawing from previous research, which has shown positive outcomes of manipulative-based instruction, this study seeks to contribute further evidence by employing a quantitative research design, specifically utilizing a paired t-test to analyze pretest and post-test data. The study entails a two-week intervention phase where students engage with manipulative-based activities, followed by assessments to measure their comprehension of fraction concepts. Despite anticipated limitations such as a small sample size and a brief intervention period, the study expects to yield valuable insights for educators, curriculum designers, and policymakers in enhancing mathematics education outcomes through the strategic integration of manipulatives.